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Summary

This pragmatic, accessible book presents an empirically supported conceptual framework and hands-on instructions for conducting curriculum-based measurement (CBM) in grades K-8. The authors provide everything needed to evaluate student learning in reading, spelling, writing, and math; graph the resulting data; and use this information to make sound instructional decisions, plan interventions, and monitor progress. The role of CBM within a response-to-intervention model is also explained. Every chapter includes helpful answers to frequently asked questions, and the appendices contain over 20 reproducible administration and scoring guides, forms, and planning checklists. The large-size format and lay-flat binding facilitate photocopying and day-to-day use.
This book is in The Guilford Practical Intervention in the Schools Series.

Author Biography

Michelle K. Hosp, PhD, is an Assistant Professor of Special Education at the University of Utah. Her research focus is on using curriculum-based measurement (CBM) to inform instruction in the area of reading. Dr. Hosp has been using CBM and conducting trainings for more than 10 years and has 3 years of experience working as a trainer for the National Center on Student Progress Monitoring.

John L. Hosp, PhD, is an Assistant Professor of Special Education at the University of Utah. His research interests include disproportionate representation of minority students in special education, aligning assessment with intervention, and the design and implementation of response to intervention (RTI). Dr. Hosp has used CBM extensively in his own practice as a school psychologist and has trained educators in several states to use CBM and Dynamic Indicators of Basic Early Literacy Skills (DIBELS).

Kenneth W. Howell, PhD, is a Professor in the Department of Special Education at Western Washington University. Dr. Howell has published extensively in the areas of curriculum-based evaluation (CBE), CBM, and evaluation. His primary areas of research interest are problem solving, RTI, CBE, CBM, and school violence. A former special education teacher and school psychologist, Dr. Howell is well known in both fields as a speaker and trainer.

Table of Contents

What Is CBM and Why Should I Do It?

p. 1

What Will I Learn from This Book?

p. 2

What Is CBM?

p. 2

Why Were the Other Attributes, Like the Timing and Charting, Developed?

p. 3

How Is CBM Different from Other Forms of Measurement?

p. 5

Curriculum

p. 5

Alterable Variables

p. 6

Low-Inference Measures

p. 6

Criterion-Referenced Measures

p. 7

What Are the Main Advantages of CBM?

p. 8

What Kind of Decisions Can I Make with CBM Data?

p. 9

How Does CBM Relate to RTI?

p. 9

So CBM Does Just About Everything?

p. 10

Are There Different Types of CBM?

p. 10

General Outcome Measures

p. 10

Skills-Based Measures

p. 11

Mastery Measures

p. 12

I Have Never Seen CBM Being Used. If It's So Great, Why Isn't It More Popular?

p. 14

Is CBM Used in Special Education or General Education?

p. 16

Who Gives CBM Measures?

p. 16

If I Want to Use CBM, Does This Mean I'll Need to Make Tests Out of the Instructional Materials I'm Using?

p. 17

Where Do I Get CBM Materials?

p. 18

CBM for Assessment and Problem Solving

p. 19

What Do I Need to Know about Educational Decision Making?

p. 20

What Is a Criterion-Referenced Test?

p. 22

Are CBMs Standardized Tests?

p. 24

How Reliable and Valid Is CBM?

p. 24

Where Do They Get the Performance Standards Used in CBM?

p. 25

How Can CBM Be Used for Screening/Benchmarking?

p. 26

Screening Summary

p. 27

How Can CBM Be Used for Progress Monitoring?

p. 27

Progress Monitoring Summary

p. 28

So Where Do We Go from Here?

p. 29

How to Conduct Reading CBM

p. 31

Overview of Why to Conduct Reading CBM

p. 31

ORF CBM

p. 32

Materials Needed to Conduct ORF CBM

p. 32

Directions and Scoring Procedures for ORF CBM

p. 35

Maze CBM

p. 40

Materials Needed to Conduct Maze CBM

p. 40

Directions and Scoring Procedures for Maze CBM

p. 42

How Often Should ORF and Maze CBM Be Given?

p. 44

How Much Time Does It Take to Administer and Score Reading CBM?

p. 46

Expected Growth Rates and Norms for ORF and Maze CBM

p. 46

How Much Progress Can We Expect in Reading?

p. 46

Proficiency Levels or Benchmarks for Reading CBM

p. 48

Norms for Reading CBM

p. 48

Survey-Level Assessment with ORF CBM

p. 51

How to Use the Information to Write Reading IEP Goals and Objectives

p. 51

Frequently Asked Questions about Reading CBM

p. 53

How to Conduct Early Reading CBM

p. 55

Overview of Why to Conduct Early Reading CBM

p. 55

Overview of Dibels Measures

p. 56

Initial Sound Fluency and Phoneme Segmentation Fluency

p. 56

Nonsense Word Fluency

p. 57

Letter Naming Fluency

p. 57

LSF CBM

p. 57

Materials Needed to Conduct LSF CBM

p. 57

Directions and Scoring Procedures for LSF CBM

p. 59

WIF CBM

p. 63

Materials Needed to Conduct WIF CBM

p. 63

Directions and Scoring Procedure for WIF CBM

p. 64

How Often Should LSF and WIF CBM Be Given?

p. 67

How Much Time Does It Take to Administer and Score Early Reading CBM?

p. 68

Expected Growth Rates and Norms for LSF and WIF CBM

p. 68

Proficiency Levels or Benchmarks for Early Reading CBM

p. 68

Norms for Early Reading CBM

p. 68

How to Use the Information to Write Early Reading IEP Goals and Objectives